Visual Communication Design

Transcription

1 Accreditation period Visual Communication Design Victorian Certificate of Education Study Design The images shown above represent a cross section of works covering sculpture, textiles, assemblage, drawing, photography, prints, painting and electronic media as exhibited in VCE Top Arts.

2 COVER ARTWORK WAS SELECTED FROM THE TOP ARTS EXHIBITION. COPYRIGHT REMAINS THE PROPERTY OF THE ARTIST. Latoya BARTON The sunset (detail) from a series of twenty-four 9.0 x 9.0 cm each, oil on board Tarkan ERTURK Visage (detail) x cm synthetic polymer paint, on cotton duck Liana RASCHILLA Teapot from the Crazy Alice set 19.0 x 22.0 x 22.0 cm earthenware, clear glaze. lustres Kate WOOLLEY Sarah (detail) 76.0 x cm, oil on canvas Nigel BROWN Untitled physics (detail) 90.0 x x 70.0 cm composition board, steel, loudspeakers, CD player, amplifier, glass Chris ELLIS Tranquility (detail) 35.0 x 22.5 cm gelatin silver photograph Christian HART Within without (detail) digital film, 6 minutes Kristian LUCAS Me, myself, I and you (detail) 56.0 x cm oil on canvas Merryn ALLEN Japanese illusions (detail) centre back: 74.0 cm, waist (flat): 42.0 cm polyester cotton Ping (Irene VINCENT) Boxes (detail) colour photograph James ATKINS Light cascades (detail) three works, 32.0 x 32.0 x 5.0 cm each glass, flourescent light, metal Tim JOINER 14 seconds (detail) digital film, 1.30 minutes Lucy McNAMARA Precariously (detail) x 61.0 x 61.0 cm painted wood, oil paint, egg shells, glue, stainless steel wire Accredited by the Victorian Registration and Qualifications Authority Level 6, 35 Spring Street, Melbourne, Victoria 3000 Developed and published by the Victorian Curriculum and Assessment Authority 41 St Andrews Place, East Melbourne, Victoria 3002 This completely revised and accredited edition published 2012 Victorian Curriculum and Assessment Authority 2012 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the Victorian Curriculum and Assessment Authority. For more information go to: footer/copyright.aspx The Victorian Curriculum and Assessment Authority provides the only official, up-to-date versions of Victorian Curriculum and Assessment Authority publications. Details of updates can be found on the Victorian Curriculum and Assessment Authority website: This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright please the Copyright Officer: vcaa.copyright@edumail.vic.gov.au Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of these materials, subject to the Copyright Act. The Victorian Curriculum and Assessment Authority recommends you refer to copyright statements at linked sites before using such materials. Edited by Ruth Learner Cover designed by Chris Waldron of BrandHouse Desktop published by Julie Coleman Visual Communication Design ISBN

3 Contents 5 Important information 6 Introduction Scope of study Rationale 7 Aims Structure Entry Duration 8 Changes to the study design Monitoring for quality Safety and wellbeing Use of information and communications technology Employability skills Legislative compliance 9 Assessment and reporting Satisfactory completion Authentication 10 Levels of achievement 11 Cross study specifications 14 Unit 1: Introduction to visual communication design Areas of study and Outcomes 17 Assessment 18 Unit 2: Applications of visual communication design Areas of study and Outcomes 22 Assessment 23 Unit 3: Design thinking and practice Areas of study and Outcomes 27 Assessment 29 Unit 4: Design development and presentation Areas of study and Outcomes 32 Assessment

4 35 Advice for teachers Employability skills 36 Developing a course 40 Design elements and design principles 45 Use of information and communications technology 46 Suitable resources Learning activities

5 IMPORTANT INFORMATION Accreditation period Units 1 4: 1 January December 2017 Implementation of this study commences in Other sources of information The VCAA Bulletin VCE, VCAL and VET is the only official source of changes to regulations and accredited studies. The Bulletin, including supplements, also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of the Bulletin. The Bulletin is available as an e-newsletter via free subscription on the Victorian Curriculum and Assessment Authority s website at: To assist teachers in assessing School-assessed Coursework in Units 3 and 4, the Victorian Curriculum and Assessment Authority publishes online an assessment handbook that includes advice on the assessment tasks and performance descriptors for assessment. The companion document to the assessment handbook Administrative Procedures for Assessment in VCE Studies is available on the Victorian Curriculum and Assessment Authority s website at: The current VCE and VCAL Administrative Handbook contains essential information on assessment processes and other procedures. VCE providers Throughout this study design the term school is intended to include both schools and other VCE providers. Photocopying VCE schools only may photocopy parts of this study design for use by teachers. 5

6 Introduction scope of study The Visual Communication Design study examines the way visual language can be used to convey ideas, information and messages in the fields of communication, environmental and industrial design. Designers create and communicate through visual means to shape the everyday quality of life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language to support the conception and visualisation of ideas. Consequently, the study emphasises the importance of developing a variety of drawing skills to visualise thinking. Students employ a design process to generate and develop visual communications. The design process provides a structure to organise design thinking and is shaped by considerations of aesthetics and functionality, as well as social, environmental and economic factors. Students develop the skills to manipulate and organise design elements, design principles, selected media, materials and production methods when creating visual communications. Creative, critical and reflective thinking (design thinking) supports students to progress through and focus on the design process. Throughout the study students explore manual and digital methods to develop and refine presentations. Students have the opportunity to investigate the work and practices of Australian and international designers from a variety of social, cultural, historical and contemporary contexts. Through their research they build an understanding of the important role of visual communication design within society. They are able to draw upon this knowledge as inspiration to support the development of their own visual communication design work. With practice, students gain confidence in using visual language and are supported to reflect on and critique their own and others visual communications. Rationale Visual communication design can inform people s decisions about where and how they live and what they buy and consume. The visual presentation of information influences people s choices on what they think they need or want. The study provides students with the opportunity to develop an informed, a critical and a discriminating approach to understanding and using visual communications, and nurtures their ability to think creatively about design solutions. Design thinking, which involves the application of creative, critical and reflective techniques, processes and dispositions, supports skill development in areas beyond design, including science, business, marketing and management. 6

7 visual communication design Introduction The rapid acceleration of the capabilities and accessibility of digital design technologies has brought new challenges to visual communication design practices. Through the consideration of ethical and environmental sustainability issues, students are able to make informed choices that affect current and future practices. The study of Visual Communication Design can provide pathways to training and tertiary study in design and design-related studies, including graphic design, industrial and architectural design and communication design. Aims This study enables students to: develop and apply drawing skills using a range of techniques to make their design thinking visible develop a range of skills in selecting and applying media, materials, and manual and digital methods to suit design purposes apply a design process to create visual communications understand how key visual communication design elements, design principles, media, materials, and manual and digital methods contribute to the creation of their own visual language develop a capacity to undertake ongoing design thinking while conceiving, communicating and presenting ideas understand how historical, social, cultural, environmental and contemporary factors influence visual communications. Structure The study is made up of four units. Unit 1: Introduction to visual communication design Unit 2: Applications of visual communication design Unit 3: Design thinking and practice Unit 4: Design development and presentation Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. Cross study specifications applicable to Units 1 to 4 are included on pages Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. Duration Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a semester. vce study design 7

8 Introduction visual communication design Changes to the Study design During its period of accreditation minor changes to the study will be announced in the VCAA Bulletin VCE, VCAL and VET. The Bulletin is the only source of changes to regulations and accredited studies. It is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the Bulletin. MONITORING FOR Quality As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment Authority will periodically undertake an audit of VCE Visual Communication Design to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to submit material to be audited. Safety and wellbeing This study may involve the handling of potentially hazardous substances and/or the use of potentially hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the study. Teachers should refer to the Hazards guidance material within the OHS Management System on the DEECD Health, Safety and Worksafe webpage Information and resources to support teachers is also available from the National Association of Visual Artists (NAVA) USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY In designing courses for this study teachers should incorporate information and communications technology (ICT) where appropriate and applicable to the teaching and learning activities. Resources include: computers; printers; web access; a range of software tools including applications to support the creation and manipulation of text, graphics and images; and input devices such as scanner, digital camera and tablet. EMPLOYABILITY SKILLS This study offers a number of opportunities for students to develop employability skills. The Advice for teachers section provides specific examples of how students can develop employability skills during learning activities and assessment tasks. LEGISLATIVE COMPLIANCE When collecting and using information, the provisions of privacy and copyright legislation, such as the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act 1988 and Copyright Act 1968, must be met. 8 vce study design

9 Assessment and reporting SATISFACTORY COMPLETION The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s performance on assessment tasks designated for the unit. Designated assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment Authority publishes online an assessment handbook that includes advice on the assessment tasks and performance descriptors for assessment for Units 3 and 4. Teachers must develop courses that provide opportunities for students to demonstrate achievement of outcomes. Examples of learning activities are provided in the Advice for teachers section. Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional information on levels of achievement. Authentication Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student s own. Teachers need to refer to the current VCE and VCAL Administrative Handbook for authentication procedures. Students are required to acknowledge the source of all materials used to inform the development of their visual communication design work. Students must have creative control over technical process used in the production and final presentation of their visual communication design solutions. Teachers must be able to authenticate students work as own. 9

10 Assessment and reporting visual communication design LEVELS OF ACHIEVEMENT Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators. Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In VCE Visual Communication Design students level of achievement will be determined by Schoolassessed Coursework, a School-assessed Task and an end-of-year examination. The Victorian Curriculum and Assessment Authority will report students level of performance on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0 50; it is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in VCE Visual Communication Design are as follows: Unit 3 School-assessed Coursework: 20 per cent Unit 4 School-assessed Coursework: 5 per cent School-assessed Task: 40 per cent End-of-year examination: 35 per cent. Details of the assessment program are described in the sections on Units 3 and 4 in this study design. 10 vce study design

11 Cross study specifications For the purposes of this study the following specifications apply. Specific details of the scope of each specification are provided in the unit overviews and in the introduction to the relevant areas of study. VISUAL COMMUNICATIONS The design and creation of visual communications requires the selection and application of methods, media, materials, design elements, design principles and final presentation formats. Collectively these are the resources of visual language. Methods refer to the technical processes used to make visual communications. For this study drawing, painting, printing, photography, collage, three-dimensional process and computer-based methods are appropriate. Drawings can be used for the purposes of observation, visualisation and presentation. Observational drawings are freehand drawings from direct observation to represent the form, materials and textures of objects/structures. Visualisation drawings are in the form of quick ideation sketches for conceptualising and communicating ideas. Presentation drawings are refined and finished and can be drawn using manual and/or digital methods. All drawings can represent objects in two- and three-dimensions. Types of two-dimensional representation drawings include orthogonal, plans and elevations, and packaging nets. Types of threedimensional representation drawings include perspective (one and two point) and paraline (isometric and planometric). Presentation drawings can incorporate technical drawing conventions based on the Australian Standards. Advice on technical drawing specifications is located on the Victorian Curriculum and Assessment Authority website technical_drawing_specifications.pdf. Media are the digital and non-digital applications used to make visual communications. Examples of digital applications include vector-based and raster-based programs. Examples of non-digital applications include pencils, ink, markers, pastels, acrylic paint, gouache, dye and film. Materials are the surfaces or substrates that visual communications are applied to or constructed from. Examples include paper, screen, card, textile, metal and plastic. Design elements are components of visual communications. For this study they include point, line, shape, form, tone, texture, colour and type. Design principles are accepted coventions associated with arranging or organising design elements. For this study they include figure-ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern (repetition and alternation). 11

12 Cross study specifications visual communication design Final presentations are the formats in which visual communications are presented. They can be print and screen-based presentation formats such as brochures, posters, book covers, signs, websites, point of sale displays, three-dimensional models and packages. The manufacture of functional prototypes is not a requirement of this study. DESIGN PROCESS Integral to this study is a design process to support the creation of visual communications. This design process identifies discrete stages, as illustrated in Figure 1, which collectively form a framework for creating visual communications in response to a brief. The brief can be provided by the teacher or student generated. In some units there is a focus on specific stages of the process, whereas in others students must apply the entire process to create visual communications. The process should not be seen as static or linear; rather it is cyclical or iterative, with stages revisited as required to resolve design problems and extend ideas. Underpinning the design process is ongoing analysis, reflection and evaluation requiring creative, critical and reflective thinking, referred to as design thinking. Stages in the design process are: Development of the brief: identifying the client, their communication need/s, the purpose of the visual communication, the target audience, the context of the visual communication and any constraints that affect the nature of the solution. Research: collecting ideas, information and resources relevant to the brief for inspiration, investigation, analysis and interpretation. Students can use observational freehand drawing methods to represent the form, materials and textures of existing objects and/or spaces when recording these investigations. Generation of ideas: exploring a variety of design ideas that draw on the research and are appropriate to the brief. Imaginative ideas can be quickly drawn using visualisation drawing methods. These freehand ideation sketches support the communication of ideas. Visualisation drawing can represent objects in two- and three-dimensions. Development of concepts: selecting the preferred ideas and applying a range of methods, materials, media, design elements, design principles and presentation formats to create two- and threedimensional visual communications that address the brief. Both visualisation and presentation drawing methods are relevant to this stage. Refinement: modifying visual communications in response to feedback and evaluation against the brief. Resolution of presentations: presenting visual communications that satisfy the brief. 12 vce study design

13 visual communication design Cross study specifications Figure 1: A process for creating visual communication vce study design 13

14 Unit 1: Introduction to visual communication design This unit focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to make messages, ideas and concepts visible and tangible. Students practise their ability to draw what they observe and they use visualisation drawing methods to explore their own ideas and concepts. Students develop an understanding of the importance of presentation drawings to clearly communicate their final visual communications. Through experimentation and through exploration of the relationship between design elements and design principles, students develop an understanding of how design elements and principles affect the visual message and the way information and ideas are read and perceived. Students review the contextual background of visual communication through an investigation of design styles. This research introduces students to the broader context of the place and purpose of design. In this unit students are introduced to three stages of the design process detailed on pages 12 and 13: researching designers, generating ideas and applying design knowledge and drawing skills to develop concepts. Area of study 1 Drawing as a means of communication This area of study introduces the skill set that underpins the discrete design process stages of generating ideas, developing concepts and refining drawings. It focuses on the development of visual language and design thinking skills. Students use observational, visualisation and presentation drawing as the means by which ideas and concepts are communicated. Through observational drawing students consider reasons for the choices designers make regarding the aesthetics, appearance and function of objects/structures. Students investigate ways of representing form and surface textures, and apply different materials and media to render drawings. Students use drawing methods such as paraline and perspective to create three-dimensional freehand drawings that maintain proportion. Students use these observational drawings as a starting point for visualising new design possibilities. They creatively use a range of media to generate drawings that represent alternative visualisations. Freehand visualisation drawing methods are used to make thinking visible and to communicate ideas. 14

15 visual communication design Unit 1 Drawing is also used as a means of presentation. Students learn how to produce resolved presentation drawings which are more refined and demonstrate an understanding of the application of selected media and materials. Outcome 1 On completion of this unit the student should be able to create drawings for different purposes using a range of drawing methods, media and materials. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge key design factors that contribute to the aesthetics, appearance and functions of objects/structures observational drawing methods for the purpose of showing form, proportion, surface textures and relationships between objects visualisation drawing methods for the purpose of making visible design ideas and concepts presentation drawing methods for the purpose of refining conceptual designs using manual and digital methods drawing methods to represent three-dimensional forms, such as paraline (isometric and planometric) and perspective (one and two point) rendering techniques for depicting the direction of light, shade and shadow and for representing surfaces, materials, texture and form manual and/or digital methods suitable for creating drawings a range of media and materials to support different drawing purposes and drawing methods techniques for generating and reflecting on ideas. Key skills apply drawing methods that are suitable for the purposes of observation, visualisation and presentation use manual and/or digital methods to create drawings for different purposes apply three-dimensional drawing methods to represent the form and structure of objects select and apply media, materials and techniques to draw and render forms apply design thinking techniques to generate alternative ideas and reflect on their suitability. AREA OF STUDY 2 Design elements and design principles This area of study focuses on design elements and design principles. Students experiment with these elements and principles when using freehand and image-generation methods such as photography, digital photography, printmaking and collage to visualise ideas and concepts. They investigate purposes for creating visual communications and consider how the relationship between design elements and design principles contributes to achieving these purposes. Through addressing a stated purpose, students are introduced to a skill set that underpins the design process stages of generation of ideas and development of concepts. vce study design 15

16 Unit 1 visual communication design Outcome 2 On completion of this unit the student should be able to select and apply design elements and design principles to create visual communications that satisfy stated purposes. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge key features and functions of design elements such as point, line, shape, form, tone, texture, colour and type key features and functions of design principles such as figure-ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern (repetition and alternation) aesthetic and functional factors that influence the selection and application of design elements and design principles purposes of visual communications such as to advertise, promote, depict, teach, inform, identify and guide drawing methods to visualise ideas and concepts different manual and/or digital methods, media and materials for exploring and applying design elements and design principles presentation drawing methods for the purpose of refining conceptual designs using manual and/or digital methods techniques for generating and reflecting on ideas. Key skills apply techniques to generate alternative design possibilities apply appropriate drawing methods to make visible ideas and concepts select and apply different design elements and design principles when generating and developing alternative design options use selected manual and/or digital methods, media and materials appropriate to visual communication purposes refine and present visual communications to meet their stated purposes. AREA OF STUDY 3 Visual communication design in context Visual communication design draws on a broad range of sources to support creativity and innovation. Historical and cultural practices and the values and interests of different societies influence innovation in visual communication designs. Through a case study approach, students explore how visual communications have been influenced by social and cultural factors and past and contemporary visual communication practices. Students consider the works of key designers in terms of visual language and the use of materials, methods, media, design elements, design principles and presentation formats. This area of study introduces students to the design process stage of research. Outcome 3 On completion of this unit the student should be able to describe how a visual communication has been influenced by past and contemporary practices, and by social and cultural factors. 16 vce study design

17 visual communication design Unit 1 To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3. Key knowledge social and cultural factors that influence the design of visual communications, such as religion, community values and politics factors that influence visual communication practices, such as technology, economics and environmental considerations design styles of past and contemporary key designers ways in which methods, media, materials, design elements and design principles are influenced by past and contemporary practices and cultural and social factors terminology appropriate to the study. Key skills describe visual communications in terms of their social and cultural settings identify the connections between past and contemporary visual communications in terms of visual communication practices and social and cultural factors describe visual communications in terms of how methods, media, materials, design elements, design principles and presentation formats are applied use appropriate terminology. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and key skills listed for each outcome should be used holistically in course design and the development of learning activities. The key knowledge and key skills do not constitute a checklist and the elements of key knowledge and key skills should not be assessed separately. However all teaching and learning must address all the key knowledge and key skills. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are selected from the following: folio of observational, visualisation and presentation drawings created using manual and/or digital methods final presentations created using manual and/or digital methods written report of a case study annotated visual report of a case study oral report of a case study supported by written notes and/or visual materials. vce study design 17

18 Unit 2: Applications of visual communication design This unit focuses on the application of visual communication design knowledge, design thinking skills and drawing methods to create visual communications to meet specific purposes in designated design fields. Students use presentation drawing methods that incorporate the use of technical drawing conventions to communicate information and ideas associated with the environmental or industrial fields of design. They investigate how typography and imagery are used in visual communication design. They apply design thinking skills when exploring ways in which images and type can be manipulated to communicate ideas and concepts in different ways in the communication design field. Students develop an understanding of the design process detailed on pages 12 and 13 as a means of organising their thinking about approaches to solving design problems and presenting ideas. In response to a brief, students engage in the stages of research, generation of ideas and development of concepts to create visual communications. Area of study 1 Technical drawing in context This area of study focuses on the acquisition and application of presentation drawing skills that incorporate the use of technical drawing conventions. These drawings present information and ideas associated with a specific design field. One of the following design fields is selected for detailed study: environmental design or industrial/product design. Within the environmental design field, students can focus on a specific area such as architectural, interior or landscape design. Within the industrial design field, students can focus on a specific area such as appliances/homewares, packaging, tools and transport. In the selected design field students investigate ways in which information and ideas can be communicated to a client and draw on these understandings when creating presentation drawings. They acquire knowledge and skills related to technical drawing conventions and apply these when representing forms using two- and three-dimensional presentation drawings appropriate to the selected field. Students use manual and/or digital methods to create the drawings. Advice on technical drawing specifications is located on the Victorian Curriculum and Assessment Authority website specifications.pdf. 18

19 visual communication design Unit 2 Outcome 1 On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge the conventions of presentation drawings associated with a selected field techniques for recording and reflecting on decision making purposes of presentation drawings and methods to refine drawings using manual and/or digital methods two-dimensional drawing methods such as plans and elevations (environmental), and third-angle orthogonal projections and packaging nets (industrial) three-dimensional drawing methods such as perspective, isometric and planometric and/or threedimensional process (environmental and industrial) rendering techniques for depicting the direction of light, shade and shadow and for representing surfaces, materials, texture and form measures for evaluating effective drawings such as readability, clarity, accuracy, communication of message, usability, relevance technical drawing conventions used with presentation drawings such as those related to layout, dimensions, labels, symbols and lines role of Australian Standards in providing nationally accepted conventions for technical drawing methods of drawing to scale using conventional ratios such as: 1:50, 1:100, 1:25 (environmental) 1:1, 2:1, 1:5 or 1:10 (industrial). Key skills apply drawing methods that are suitable for presentation drawings and the selected field use manual and/or digital methods to create presentation drawings select and apply technical drawing conventions used with presentation drawings select and apply two- and/or three-dimensional methods to represent form, proportions and scale. AREA OF STUDY 2 Type and imagery Increasing advancements in the digital communication of information and their popularity has led to a greater need for understanding the meaning and function of typography in visual language. In this area of study students develop knowledge and skills in manipulating type and images when communicating ideas and concepts in the design field of communication. Within the field of communication design, students can focus on areas such as graphic design, packaging/surface design and brand identity. They consider historical and contemporary factors that have influenced the style and layout of print and screen-based presentation formats. Students develop and apply skills in selecting and manipulating type to evoke different moods and emotions, and use a range of manual and digital methods when creating and manipulating images. Students consider the suitability of file formats of images for print and on-screen presentations and the relationship between images and type when communicating ideas vce study design 19

20 Unit 2 visual communication design and concepts. They use imagination and creative thinking techniques to stimulate curiosity and the development of divergent options when selecting and manipulating images and type for print and screen-based presentations. Broadly, in this area of study students focus on the design process stages of generating ideas and development of concepts detailed on pages 12 and 13. Students develop knowledge of their legal obligations regarding ownership of images and type and apply this knowledge when visually communicating ideas and concepts. Outcome 2 On completion of this unit the student should be able to manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account copyright. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge features of key historical and contemporary typography terminology to describe family types and faces, and characteristics of the typeface image file formats such as jpg, bmp, gif suitable for print and screen-based presentations print and screen-based final presentation formats such as web pages, posters, magazines and banners for meeting different communication purposes typographic and layout conventions that assist with readability and legibility design thinking techniques for generating ideas and reflecting on options materials, media, design elements, design principles, and manual and digital methods such as drawing, painting, printing, digital photography, photography, collage, and three-dimensional process for visualising different ideas and concepts capabilities of a range of digital design technologies such as a digital camera capturing images with a specified pixel resolution and software that tracks and adjusts kerning of type techniques for digitally manipulating type and images to convey particular moods or emotions relevant copyright obligations when using the work of others. Key skills identify the connections between past and contemporary typography generate ideas and reflect on suitability of conceptual options manage files, and apply techniques to manipulate type and images using digital design technologies select and creatively use appropriate media, materials, methods, presentation formats and conventions to suit communication purposes apply practices that fulfil legal obligations when using type and images belonging to others. AREA OF STUDY 3 Applying the design process This area of study focuses on the application of specific stages of the design process to organise thinking about approaches to solving design problems and presenting ideas. Students respond to a given brief addressing communication, environmental or indusrial fields of design that outlines the messages or information to be conveyed to a target audience. The brief also provides a basis for reflection, as 20 vce study design

21 visual communication design Unit 2 students develop an understanding of the iterative nature of this process by revisiting stages to meet the brief s requirements. In response to a given brief, students engage in research and analysis to support their interpretation of the brief and as stimulus for imagining and generating ideas. Drawing on their creativity, students use a range of manual and/or digital methods, media and materials to generate ideas for further development. Students reflect on these options and further develop their preferred one. In response to their own evaluation, using the brief as a point of reference, students refine and present their visual communication. Throughout the design process students accumulate and annotate their drawings as part of their ongoing evaluation to assist with creating visual communications. Outcome 3 On completion of this unit the student should be able to engage in stages of the design process to create a visual communication appropriate to a given brief. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3. Key knowledge role of the brief in establishing the parameters of a design task purposes of visual communications in relation to specified target audiences and contexts the design process as a framework for organising and implementing design decisions research techniques to acquire information for inspiration and analysis to generate design ideas and concepts drawing methods to visualise ideas and concepts suitability of different manual and/or digital methods, media and materials for visualising ideas and developing concepts key features and functions of design elements and design principles techniques for refining and presenting visual communications using manual and/or digital methods relevant copyright obligations when using the work of others creative, critical and reflective design thinking techniques appropriate terminology for the study. Key skills apply and document design thinking techniques when engaged in the design process research and analyse information relevant to a given brief use freehand visualisation drawings and annotations to make ideas visible evaluate the suitability of design ideas and concepts in terms of the requirements of the brief select and use a range of appropriate methods, media, materials, design elements and design principles apply techniques to refine and present visual communications apply practices that fulfil legal obligations with respect to copyright use appropriate terminology. vce study design 21

22 Unit 2 visual communication design assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and key skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and key skills do not constitute a checklist and the elements of key knowledge and key skills should not be assessed separately. However all teaching and learning must address all the key knowledge and key skills. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are selected from the following: folio of typography and image ideas and concepts created using manual and digital methods folio of technical drawings created using manual and/or digital methods written and/or oral descriptions and analysis of historical and contemporary design examples folio demonstrating the design process created using manual and/or digital methods final presentations of visual communications. 22 vce study design

23 Unit 3: Design thinking and practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of visual communication designers to support the development of their own work. They establish a brief and apply design thinking skills through the design process detailed on pages 12 and 13. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need. Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. The brief and investigation work underpin the developmental and refinement work undertaken in Unit 4. Area of study 1 Analysis and practice in context In this area of study students explore a range of existing visual communications in the communication, environmental and industrial design fields. The focus of each design field is: communication the design and presentation of visual information to convey ideas and concepts environmental the design and presentation of visual information for built/constructed environments industrial the design and presentation of visual information for manufactured products. Students analyse how design elements, design principles, methods, media and materials are used in visual communications in these fields to achieve particular purposes for targeted audiences. 23

24 Unit 3 visual communication design Students draw on their findings from the analysis to inform the creation of their own visual communications and they articulate these connections. In response to given stimulus material, students apply skills to create visual communications for different purposes, audiences and contexts using a range of manual and digital methods, media and materials. The visual communications created by students include a two- and/or three-dimensional presentation drawing. Outcome 1 On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge key design features of existing visual communications associated with the communication, environmental and industrial design fields techniques for analysing visual communications characteristics of audiences that influence visual communications, including age, gender, interests, location, socioeconomic status, cultural background purposes of visual communications, including to advertise, promote, depict, teach, inform, identify, and guide techniques for gaining attention and maintaining engagement of audiences using visual language characteristics and functions of design elements and design principles drawing methods to visualise ideas and concepts two-dimensional (orthogonal, plans and elevations and packaging nets) and three-dimensional drawing methods (perspective: one and two point, and paraline: isometric and planometric) to represent forms methods of converting visualisation of two-dimensional representation to three-dimensional representation drawing and the reverse technical drawing conventions appropriate for specified purposes, including layout, dimensions, labels, symbols and lines techniques for creating visual communications using manual and digital methods methods, materials and media used for different visual communications key characteristics and functions of typography conventions appropriate terminology for the study. Key skills analyse existing visual communications in terms of their key features make and document design decisions that are informed by the analysis of existing visual communications select and apply drawing methods and drawing conventions appropriate to different purposes, audiences and contexts select and apply a range of design elements, design principles, manual and digital methods, materials, conventions and media appropriate to different purposes, audiences and contexts use appropriate terminology. 24 vce study design